Craig Speelman

Postnatal mental health of women giving birth in Australia 2002–2004: findings from the beyondblue National Postnatal Depression Program

Objectives: To describe the postnatal mental health status of women giving birth in Australia 2002–2004 at 6–8 weeks postpartum. Method: Women were recruited from 43 health services across Australia. Women completed a demographic questionnaire and an Edinburgh Postnatal Depression Scale (EPDS) in pregnancy; the latter was repeated at 6–8 weeks following childbirth. Results: A total of 12 361 postnatal women (53.8% of all postnatal women surveyed) completed questionnaires as part of a depression screening programme; 15.5% of women screened had a postnatal EPDS>9 and 7.5% of women had an EPDS>12 at 6–8 weeks following childbirth. There was significant variation between States in the percentage of women scoring as being potentially depressed. The highest percentage of women scoring EPDS>12 were in Queensland and South Australia (both 10.2%) while Western Australia had the lowest point prevalence (5.6%). Women recruited from private health services in Western Australia had a significantly lower prevalence of elevated EPDS scores than those women recruited from the public health service (EPDS >12: 3.6% vs 6.4%, p=0.026); differences in the prevalence of elevated EPDS scores were not significant between public and private in Australian Capital Territory (EPDS>12: 7.6% vs 5.8%, p=0.48), where income and education was significantly higher than other States for both groups. Conclusions: Postnatal depressive symptoms affect a significant number of women giving birth in Australia, and the point prevalence on the EPDS may be higher for women in the public sector, associated with lower incomes and educational levels. Maternity services – particularly those serving women with these risk factors – need to consider how they identify and manage the emotional health needs of women in their care. Specific State-related issues, such as availability of specialist perinatal mental health services and liaison between treating health professionals, also need to be considered.

Effects of music on memory for text

Previous research has suggested that the use of song can facilitate recall of text. This study examined the effect of repetition of a melody across verses, familiarity with the melody, rhythm, and other structural processing hypotheses to explain this phenomenon. Two experiments were conducted, each with 100 participants recruited from undergraduate Psychology programs (44 men, 156 women, M age = 28.5 yr., SD = 9.4). In Exp. 1, participants learned a four-verse ballad in one of five encoding conditions (familiar melody, unfamiliar melody, unknown rhythm, known rhythm, and spoken). Exp. 2 assessed the effect of familiarity in rhythm-only conditions and of pre-exposure with a previously unfamiliar melody. Measures taken were number of verbatim words recalled and number of lines produced with correct syllabic structure. Analysis indicated that rhythm, with or without musical accompaniment, can facilitate recall of text, suggesting that rhythm may provide a schematic frame to which text can be attached. Similarly, familiarity with the rhythm or melody facilitated recall. Findings are discussed in terms of integration and dual-processing theories.

Impact of education on women with perinatal depression

Objective. To assess the impact that education through participation in a depression screening program has on mental health literacy and help seeking behavior in perinatal women. Methods. Responses to a hypothetical case of depression, help seeking behavior, and screening levels for risk of depression using the Edinburgh Postnatal Depression Scale were compared between two groups of postnatal women; one group who had participated in a screening program and the other who had not. Those who participated in the screening program were also asked to evaluate the educational material they had received. Results. A total of 1309 women, broadly representative of postnatal women, answered one or more questionnaires. Those who had participated in the screening program were better able to recognize depression in a hypothetical case, and also assess their own mental state more appropriately. Those women who had been part of the program and did not score high on the EPDS were less likely to seek help, were more satisfied when they did and tended to benefit more from the educational booklet. Conclusions. Participation in a screening program with educational material had significant benefits for mental health literacy and the health service use for perinatal women at risk for depression.

How mean is the mean

In this paper we voice concerns about the uncritical manner in which the mean is often used as a summary statistic in psychological research. We identify a number of implicit assumptions underlying the use of the mean and argue that the fragility of these assumptions should be more carefully considered. We examine some of the ways in which the potential violation of these assumptions can lead us into significant theoretical and methodological error. Illustrations of alternative models of research already extant within Psychology are used to explore methods of research less mean-dependent and suggest that a critical assessment of the assumptions underlying its use in research play a more explicit role in the process of study design and review.

Predicting transfer from training performance.

The research in this paper was designed to examine the extent to which improvement on a training task can be used to predict performance on a transfer task. This aim involved evaluating the proposition that when old skills are executed in the context of new tasks, they continue to improve as if stimulus conditions have not changed. That is, power functions that describe improvement on old skills during their initial acquisition should predict further improvement on these skills during their execution in new tasks. Three experiments were performed to achieve the aim of testing this proposition. Experiment 1 revealed that old skills were executed slower in the context of a new task than was predicted on the basis of training performance. Hence improvement in the old skills appeared to be disrupted by performance of the new task. Experiment 2 was designed to examine whether this disruption was due to an increase in complexity in the task from training to transfer, or simply due to any change in task. The results suggested that any change may cause some disruption, but this disruption was greatest with an increase in task complexity. Experiment 3 was designed to examine two variables that may affect the magnitude of this effect: the relative change in task complexity from training to transfer, and the amount of practice on a task prior to a change in task. The results indicated that only the former variable had any effect. In all three experiments no effects on performance accuracy were noted, and response times in the transfer tasks eventually returned to levels predicted by training learning functions. These results were interpreted as indicating that old skills do continue to improve in new tasks as if conditions are not altered, but that disruptions caused by transfer are related to performance overheads associated with reconceptualising the task.

Asset Allocation and Age Effects in Retirement Savings Choices

We examine the asset allocation decisions of members of three large Australian retirement savings funds. Superannuation Guarantee legislation in 1992 made Australian employees compulsory investors by requiring employers to contribute a fixed proportion of earnings to a superannuation fund on behalf of employees. A majority of these employees can choose an investment strategy for these contributions. We examine how actual investment strategy and asset allocation choices of members change with age in view of the conventional wisdom that individuals allocate less to risky assets as they age and investments theory which provides conflicting advice on the issue.

Injunctive Social Norms Primacy Over Descriptive Social Norms in Retirement Savings Decisions

Consistent with the global trend to shift responsibility for retirement income provision from the public purse to individuals has been encouragement to save more and to manage investment strategy. Analyzing data from 2,300 respondents to a randomly distributed questionnaire, this article focuses on the motivational importance of social norms. The study finds injunctive social norms (what is commonly approved or disapproved of) exert greater influence than descriptive social norms (what is commonly done) in predicting retirement savings intentions. Modeling employs the theory of planned behavior, and also finds injunctive social norm has predictive primacy over attitude and perceived behavioral control. Discussion advocates a balanced approach to intervention design, and identifies opportunities for the further study of normative message framing.

Expertise paradigms for investigating the neural substrates of stable memories

One of the hallmarks of acquiring expertise in any area of life is the ability to maintain relevant information over a long period of time (i.e., years or decades). Understanding the neural implementations of this ability requires the elucidation of two issues. First, the processes whereby recently acquired pieces of information become stable over time (i.e., memory consolidation); and second, the localization of these stable memories in the brain. Unlike neurobiological and neuropsychological memory research, brain imaging research has paid little attention to these issues. Instead, most memory research in brain imaging has focused on the processes of memory encoding and retrieval. In this article we first succinctly present the current debate on the localization of stable memories in neurobiology and neuropsychology. We then discuss the difficulties in studying the localization of stable memories in human neuroimaging. After presenting the most traditional paradigm in studying long-term memory and the autobiographical memory paradigm, we present three expertise brain imaging paradigms. We also discuss how the latter help overcome the technical difficulties to investigate the neural localization of stable memories.

Age and premorbid intelligence suppress complaint-performance congruency in raw score measures of memory.

BACKGROUND We aimed to examine the role of age and premorbid intelligence (IQ) in suppressing the relationship between subjective memory complaints (SMCs) and raw score memory performance. METHODS We used a community sample of older adults aged 66-90 years (N = 121) to test whether the inclusion of age and a premorbid IQ measure in multiple regression analyses increased semipartial correlations of raw score memory performance in predicting SMCs. Rank contrast correlations were also carried out to observe how age and premorbid IQ are related to complaint-performance congruency. Measures utilized in the study included the Memory Functioning Questionnaire (for SMCs), Visual Reproduction and Logical Memory Subtests (memory performance), and the National Adult Reading Test (premorbid IQ). RESULTS Inclusion of age and premorbid IQ in the multiple regression analyses increased semipartial correlations for all raw score measures of memory. Both age and premorbid IQ were significantly related to complaint-performance congruency, whereby older participants and those with lower premorbid IQ scores rated their memory abilities more leniently than younger and higher premorbid IQ participants. CONCLUSION The results suggest differences in age and premorbid IQ play a small role in suppressing the relationship between SMCs and memory performance when utilizing raw score measures of memory.

The acquisition of expertise in the classroom: are current models of education appropriate?

The study of expertise tends to focus on humans who can perform extraordinary feats. Although the way in which expertise is acquired is often characterized as similar to everyday skill acquisition, the attainment of basic numeracy skills is rarely considered in the same context as the attainment of expertise. It is clear, though, that average numeracy skills possess all the hallmarks of expert performance. In this paper I argue that the traditional classroom of Western education systems pays insufficient attention to the idea that effective numeracy skills represent a level of expertise that requires a particular form of training. Using the five principles of skill acquisition identified by Speelman and Kirsner (2005), I argue that the modern classroom is not the most appropriate environment for acquiring important cognitive skills, and that computer programs, such as games and tailored training tasks, should be considered a valuable adjunct to traditional didactic instruction.